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"We are all one together": peer educators' views about falls prevention education for community-dwelling older adults--a qualitative study.

Khong L, Farringdon F, Hill KD, Hill AM - BMC Geriatr (2015)

Bottom Line: Personal factors that facilitated message delivery and engagement included peer-to-peer connection and perceived credibility, while barriers included a reluctance to accept the message that they were at risk of falling by some members in the audience.Organisational factors, including ongoing training for peer educators and formative feedback following presentations, were perceived as essential because they affect successful message delivery.There is a need to consider incorporating learnings from this research into a formal large scale evaluation of the effectiveness of the peer education approach in reducing falls in older adults.

View Article: PubMed Central - PubMed

Affiliation: Institute for Health Research, School of Physiotherapy, The University of Notre Dame Australia, PO Box 1225, Fremantle, Western Australia, 6959, Australia. Linda.Khong1@my.nd.edu.au.

ABSTRACT

Background: Falls are common in older people. Despite strong evidence for effective falls prevention strategies, there appears to be limited translation of these strategies from research to clinical practice. Use of peers in delivering falls prevention education messages has been proposed to improve uptake of falls prevention strategies and facilitate translation to practice. Volunteer peer educators often deliver educational presentations on falls prevention to community-dwelling older adults. However, research evaluating the effectiveness of peer-led education approaches in falls prevention has been limited and no known study has evaluated such a program from the perspective of peer educators involved in delivering the message. The purpose of this study was to explore peer educators' perspective about their role in delivering peer-led falls prevention education for community-dwelling older adults.

Methods: A two-stage qualitative inductive constant comparative design was used. In stage one (core component) focus group interviews involving a total of eleven participants were conducted. During stage two (supplementary component) semi-structured interviews with two participants were conducted. Data were analysed thematically by two researchers independently. Key themes were identified and findings were displayed in a conceptual framework.

Results: Peer educators were motivated to deliver educational presentations and importantly, to reach an optimal peer connection with their audience. Key themes identified included both personal and organisational factors that impact on educators' capacity to facilitate their peers' engagement with the message. Personal factors that facilitated message delivery and engagement included peer-to-peer connection and perceived credibility, while barriers included a reluctance to accept the message that they were at risk of falling by some members in the audience. Organisational factors, including ongoing training for peer educators and formative feedback following presentations, were perceived as essential because they affect successful message delivery.

Conclusions: Peer educators have the potential to effectively deliver falls prevention education to older adults and influence acceptance of the message as they possess the peer-to-peer connection that facilitates optimal engagement. There is a need to consider incorporating learnings from this research into a formal large scale evaluation of the effectiveness of the peer education approach in reducing falls in older adults.

No MeSH data available.


Conceptual framework describing peer educators’ perceptions of the mechanism of how they deliver the falls prevention message to older adults.
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Fig2: Conceptual framework describing peer educators’ perceptions of the mechanism of how they deliver the falls prevention message to older adults.

Mentions: The primary researcher first listened to the focus group interview audiotapes before transcribing them verbatim. Pseudonyms were assigned to participants for confidentiality. The data were managed using the software tool NVivo10 for Windows [33]. An inductive approach using thematic analysis of the content of the focus group transcripts was applied to analyse the data [34,35]. Two researchers conducted data reduction and data analysis independently and then met to finalise codes and themes through discussion to arrive to a consensus. This provided investigator triangulation [36], which aimed to increase the rigour of the analyses. Preliminary emerging themes (patterns) were visually displayed in a conceptual framework [35] (Figure 2). Subsequently the primary researcher met with the focus group participants to seek verification of the emerging themes. Any differences between the participants and the researchers were resolved by consensus.Figure 2


"We are all one together": peer educators' views about falls prevention education for community-dwelling older adults--a qualitative study.

Khong L, Farringdon F, Hill KD, Hill AM - BMC Geriatr (2015)

Conceptual framework describing peer educators’ perceptions of the mechanism of how they deliver the falls prevention message to older adults.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4374404&req=5

Fig2: Conceptual framework describing peer educators’ perceptions of the mechanism of how they deliver the falls prevention message to older adults.
Mentions: The primary researcher first listened to the focus group interview audiotapes before transcribing them verbatim. Pseudonyms were assigned to participants for confidentiality. The data were managed using the software tool NVivo10 for Windows [33]. An inductive approach using thematic analysis of the content of the focus group transcripts was applied to analyse the data [34,35]. Two researchers conducted data reduction and data analysis independently and then met to finalise codes and themes through discussion to arrive to a consensus. This provided investigator triangulation [36], which aimed to increase the rigour of the analyses. Preliminary emerging themes (patterns) were visually displayed in a conceptual framework [35] (Figure 2). Subsequently the primary researcher met with the focus group participants to seek verification of the emerging themes. Any differences between the participants and the researchers were resolved by consensus.Figure 2

Bottom Line: Personal factors that facilitated message delivery and engagement included peer-to-peer connection and perceived credibility, while barriers included a reluctance to accept the message that they were at risk of falling by some members in the audience.Organisational factors, including ongoing training for peer educators and formative feedback following presentations, were perceived as essential because they affect successful message delivery.There is a need to consider incorporating learnings from this research into a formal large scale evaluation of the effectiveness of the peer education approach in reducing falls in older adults.

View Article: PubMed Central - PubMed

Affiliation: Institute for Health Research, School of Physiotherapy, The University of Notre Dame Australia, PO Box 1225, Fremantle, Western Australia, 6959, Australia. Linda.Khong1@my.nd.edu.au.

ABSTRACT

Background: Falls are common in older people. Despite strong evidence for effective falls prevention strategies, there appears to be limited translation of these strategies from research to clinical practice. Use of peers in delivering falls prevention education messages has been proposed to improve uptake of falls prevention strategies and facilitate translation to practice. Volunteer peer educators often deliver educational presentations on falls prevention to community-dwelling older adults. However, research evaluating the effectiveness of peer-led education approaches in falls prevention has been limited and no known study has evaluated such a program from the perspective of peer educators involved in delivering the message. The purpose of this study was to explore peer educators' perspective about their role in delivering peer-led falls prevention education for community-dwelling older adults.

Methods: A two-stage qualitative inductive constant comparative design was used. In stage one (core component) focus group interviews involving a total of eleven participants were conducted. During stage two (supplementary component) semi-structured interviews with two participants were conducted. Data were analysed thematically by two researchers independently. Key themes were identified and findings were displayed in a conceptual framework.

Results: Peer educators were motivated to deliver educational presentations and importantly, to reach an optimal peer connection with their audience. Key themes identified included both personal and organisational factors that impact on educators' capacity to facilitate their peers' engagement with the message. Personal factors that facilitated message delivery and engagement included peer-to-peer connection and perceived credibility, while barriers included a reluctance to accept the message that they were at risk of falling by some members in the audience. Organisational factors, including ongoing training for peer educators and formative feedback following presentations, were perceived as essential because they affect successful message delivery.

Conclusions: Peer educators have the potential to effectively deliver falls prevention education to older adults and influence acceptance of the message as they possess the peer-to-peer connection that facilitates optimal engagement. There is a need to consider incorporating learnings from this research into a formal large scale evaluation of the effectiveness of the peer education approach in reducing falls in older adults.

No MeSH data available.